Aim. This article draws on the results of empirical research focused on the opinions of students at the University of Siedlce regarding their preparedness for working with immigrant students and their families. The aim of the research was to identify statistically significant differences in the declared knowledge and skills in working with students and families, which are relevant to the definition and universal definition based on the duration of their studies. The research results, opinions of students at the University of Siedlce, published by teachers and educators regarding their preparedness for working with students with immigrant students and their families. Methods and materials. The study utilised a diagnostic, pilot study among students of pedagogy at the University of Siedlce, with a sample of 124 participants. The Kruskal-Wallis test was used for analysis. Results and conclusion. The results partially confirmed the research hypotheses. Significant differences were observed in knowledge of the Accessibility Act, understanding of UDL, and competencies in identifying the causes of exclusion, methodological approaches, and needs of immigrant students. These competencies increased with time spent studying. No differences were found in the recognition of students’ special educational needs or in the selfassessment of barriers to preparing participants to work with immigrant students and families. The hypothesis that competencies did not differ based on years of education was partially rejected. However, the results of the pilot study conducted on such a small sample cannot be generalised to the entire population. Empirical research on this topic should be expanded.